PROJECTED LESSON PLAN

DATE
(Date/Period of execution)
CLASS - 2 SECTION ________ NO. OF STUDENTS ________students
(To be filled by the teacher) (To be filled by the teacher)

SUBJECT Computer DURATION OF PERIOD 35 to 40 minutes

THEME/CONTENT/CHAPTER Computer at Various Places UNIT/SUB-UNIT Chapter 1

NAME OF THE TEACHER(S)

(To be filled by the teacher)

P
Stage 1- Desired
esired Results

General Objective: Specific Objec

Objective:
Objective
1. To develop the interest of students in learning computers. 1.
1 Students will
w acquire knowledge about the features of computers.

3.
4.
5.
6.
PM
2. To enable them to identify the different types of computers.
3. To make them understand how useful computer is in real life.
Learning Outcomes:
1.
2.
Students can define Computer
Students can tell the features of a computer.
Students can tell about different types of computers.
ers.
Students can tell the uses of computers at different place
places.
Students can tell how a computer is useful in real life.
2. Student

Students can tell which type of computer is more useful at the school level.
Students
uden will understand the uses of computers in different places.

Stage 2- Learning Plan

Teachers to Gauge Previous Knowledge of the Students/ Teaching Aids:

Pre-Preparation Before taking the Session: 1. Stationery/TL Aids: Classroom objects like Pen, Pencil, Chalk, Duster,
Projector
1. Teacher will ask students - Where have you seen the computer? 2. Printed Material/Books: Book 2 CodeAI
2. Teacher will ask students – For which purpose do your parent use the 3. Worksheets/Workbook: Worksheet
computer? 4. Multimedia/Video link: Main book multimedia
2
Methodology:
Session/Period 1(Topic): What is a Computer, Features of a Computer, and Different Types of Computers
Aim: To get knowledge about features and different types of computers.
Strategy: By showing some pictures on a projector, the teacher will give a brief recap of the parts and uses of computers that they have learned in previous
grades.
Now, the teacher will give a recall to the students that how we provide instructions to the computer to get things done.
Now, the teacher will start a new topic:
What is Computer?
A computer is an electronic device that takes instructions from us and gives us
s the result after
afte processing.
Now, the teacher will start the next topic:

P
Features of Computer:
¾ Fast: Computer works very fast.
¾ Accurate: Computers do not make any mistakes.
¾ Multi-Tasking: Computer can do many things – helps play games, watch movies, etc.
Types of Computers:

PM
Different types of computers are used in different places. They
hey are varied in size. Som
Some are big, others are small in size:

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>ĂƉƚŽƉŽŵƉƵƚĞƌ dĂďůĞƚW
^ŵĂƌƚWŚŽŶĞ

3
 1. Supercomputer:
¾ very big and powerful
¾ works very fast
¾ can store a huge amount of information
¾ used for weather forecasting and research purpose
2. Desktop Computer:
¾ small in size
¾ placed on a desk
¾ used in homes, schools, and offices
3. Laptop Computer:
¾ smaller in size
¾ lightweight
¾ portable
¾ can be placed on the lap
¾ works on batteries as well as the main power supply
4. Tablet PC (Tablet Computer):

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¾ very small in size
¾ Equipped with a digital camera, microphone, and touchscreen een
¾ used by touching the screen with a finger
5. SmartPhone:

PM
¾ A mobile phone provides extra facilities with basic phone facilities
¾ has a built-in digital camera and a touchscreen
¾ size is smaller than a tablet PC
facilit

At the end of a session (in the last 5 minutes) studentss will understand about features

Expected Skills achieved by the learners: Cognitive Skills, Visual-Spatial

HOMEWORK:
Vis Skills
feature of computers and different types of computers.

D) the correct answer:

Tick (D

x A computer is a/an ___________ device.

a. Manual b. Natural c. Electronics
(Chapter 1 / Topic: What is Computer? / Exercise: Tick the correct answer, Q1)
x ____________ is designed to be placed conveniently on our lap.
a. Desktop b. Laptop c. Tablet PC
(Chapter 1 / Topic: Laptop / Exercise: Tick the correct answer, Q2)

4
 Write 'T' for True and 'F' for False statements.
x Computers can do only one type of work.
(Chapter 1 / Topic: Features of computer/ Exercise: True or False, Q1)

x Supercomputers can easily be carried from one place to another.

(Chapter 1 / Topic: Different types of computers: Super Computer/ Exercise: True or False, Q2)

x Laptops are very big in size.

(Chapter 1 / Topic: Different types of computers: Laptop/ Exercise: True or False, Q3)

Fill in the blanks with the help of words given in the box.

Laptop Supercomputer Desktop

P
____________________ works very fast and stores a huge amount of information.
(Chapter 1 / Topic: Types of Computers: Super Computers/ Exercise:
e: Fill in the blank
blanks, Q1)

Answer the following questions.

x

x
What is a computer?

Name the different types of computers.

PM
______________________________________________________
_____________
______________________________________________________
___________
(Chapter 1 / Topic: What is Computer? / Exercise:
cise: Answer the questions
questions, Q1)

______________________________________________________
______________________________________________________
(Chapter 2 / Topic: Types of Computers/ Exercise: Answer the questions, Q2)
Session/Period 2 (Topic): Uses of a computer
Aim: To get knowledge about the application area of Computers.

5
Strategy: (in the first 5 minutes) Give a brief recap by asking students about the uses of computers that they have learned in the previous grade.
Now, the teacher will start the next topic:

A computer is a very useful machine and it is used in several places such as schools, homes, banks, hospitals, airports, and railway stations.
You can do many things with this wonderful machine – a computer.
Let us study the different uses of computers: (by showing different pictures teacher will explain the uses of computers)

Uses of Computer:
1. Computers in School: (Teacher can ask students for which purpose they use computers in school)
¾ Teaching
¾ Learning and studying in Lab
¾ Sending reports and circulars

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¾ Keeping records
¾ Preparing question papers
¾ Preparing the results
The teacher can show some educational movies/videos on the computer.
2. Computers in Office:
¾ Keeping records
¾ Typing and printing documents
¾ Sending and receiving e-mails
3. Computers in Bank:
¾ Withdrawing money from an ATM
¾ Maintaining accounts
¾ Keeping records
4. Computers at Home:
¾ Playing games
PM
¾ Watching movies
¾ Maintaining monthly expenses
¾ Listening songs
¾ Doing homework
5. Computers at Railway Stations and Airports:
¾ Reservation and cancellation of tickets
¾ Keeping records of the arrival and departure of trains and flights
6. Computers in Hospital:
¾ Diagnosing diseases

6
 ¾ Preparing medical reports
¾ Keeping records
At the end of the session (in the last 5 minutes) students will understand the uses of a computer.
Expected Skills achieved by the learners: Cognitive Skills, Visual-Spatial Skills
Homework:
D) the correct answer.
Tick (D

x In ___________, computers are used for preparing exam results.

a. school b. office c. bank
(Chapter 1 / Topic: Uses of Computer/ Exercise: Tick the correct answer, Q3)
x In office, computers help in _____________ documents.
a. playing b. drawing c. printing
(Chapter 1 / Topic: Uses of Computer / Exercise: Tick the correct answer,
wer, Q4)

P
x At railway station, computers help in booking _____________.
a. fees b. tickets c. recording
(Chapter 1 / Topic: Uses of Computer / Exercise: Tick the correct answer, Q
Q5)

x
PM
Write 'T' for True and 'F' for False statements.
In banks, computers are used for playing games.

(Chapter 1 / Topic: Uses of computer/ Exercise:

e: True or False
False, Q4)

Fill in the blanks with the help of words given in the bo

Laptop Supercomputer Desktop
____________________ computers are used in schools.
box.

s.
(Chapter 1 / Topic: Use of Computer / Exercise: Fill in the b
blanks,
la Q2)
x ____________________ works on batteries as well as the main power supply.
(Chapter 1 / Topic: Uses of Computer / Exercise: Fill in the blanks, Q3)

Fill in the blanks by unscrambling the letters.

x In school, computer is used for _____________________.
ECIGTHAN

7
 (Chapter 1 / Topic: Uses of Computer / Exercise: Fill in the blanks, Q1)

x Computer is used for booking tickets at ________________.

RRAPTIO
(Chapter 1 / Topic: Uses of Computer / Exercise: Fill in the blanks, Q2)

x Computer helps a doctor to diagnose ________________.

ASEDSIE
(Chapter 1 / Topic: Uses of Computer / Exercise: Fill in the blanks, Q3)
Answer the following questions.
x What is the use of computers in a bank?
______________________________________________________
______________________________________________________

P
(Chapter 1 / Topic: Uses of Computer / Exercise: Answer the questions,
ons, Q
Q3)

Activities /Project /Integration/Research Work:

1. Integration

PM
Integration is done with Art and Craft. Ask students to prepare

2. (Pls specify about project work/research work and

¾ Ask students to visit ATM with an elder family member.
¾ Ask parents to show computerized train or plane
(To be further elaborated by the teacher)

Classwork:
1. Read the chapter and solve the exercises.
memb
ane ttickets.
e a chart of uses of the

d details as per the activities)

activitie
e com
computer by pasting pictures. (or draw and color)

2. Note down the uses of computers in school.

(The teacher may use the teaching aids and discussion to give repetition/practice of the contents delivered as class work)

Reinforcement of Contents:
1. A computer is an electronic device that takes instructions from us and gives the result after processing them.
2. Supercomputers, desktop computers, laptop computers, tablet PC, and smartphones are different types of computers.
3. We can do many things using a computer.
4. Computers are used in schools, offices, banks, homes, hospitals, shops, airports, and railway stations.
8
Revision:
1. What is a computer?
2. Features of a computer.
3. Different types of Computers:
¾ Supercomputer
¾ Desktop Computer
¾ Laptop Computer
¾ Tablet PC
¾ Smartphone
4. Uses of Computers:

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In school
In office
In bank
At home
At the railway station and airport
In hospital

learners to inquire further.

Homework/ Assignment /Activity back Home:

PM
Note: - Respective teacher to further plan the session
n based on the understanding
understandin reflected by the learners in the class. The teacher can also suggest the

1. Write features of the computer.

2. Write the characteristics of laptop computers.
3. What is the use of computers in hospitals?
Assessment Means:
1. Explanation of topic
2. Questions

9
 3. Quiz
4. Group discussion
(To be further decided by the teacher to assess the learners by oral test/interactive session/activity)

Specific Observations:
(To be filled by the teacher for learners/class based on reflection, interaction, and assessments conducted)

Note for Teachers to Modify the Lesson Plan Prototype Based on:
1. Learner’s needs and interests
2. Number of learners and facilitators/teachers in a class
3. Creative teaching-learning methods
4. List of vocabulary for reading and writing for practice for learners
5. Assessment schedule of the school

P
6. Holidays and events held in the school

PM
10
 PROJECTED LESSON PLAN
DATE
(Date/Period of execution)
CLASS - 2 SECTION ________ NO. OF STUDENTS ________students
(To be filled by the teacher) (To be filled by the teacher)

SUBJECT Computer DURATION OF PERIOD 35 to 40 minutes

THEME/CONTENT/CHAPTER Computer Devices UNIT/SUB-UNIT Chapter 2

NAME OF THE TEACHER(S)

(To be filled by the teacher)

P
Stage 1- Desired
esired Results

General Objective: Specific Objec

Objective:
Objective
1. To develop the interest of students in learning computers. 1.
1 Students will
w learn about some basic input devices.

Learning Outcomes:
1.
2.
3.
4.
5.
PM
2. To enable them to understand the uses of computer devices.
3. To make them understand a computer can store work for future use.

Students can tell about computer devices.

Students can tell about basic input devices like

Students can tell why we should save our work.

e keyboard, mo
Students can tell about basic output devices like monitors

Students can tell about explaining commonly used storage

2. Student

mouse, joystick,

orage d
S
Students
S
uden will learn about some basic output devices.
3. Students
Stude

tic etc.
monitors, printers, speakers, etc.
will learn about commonly used storage devices.

devices like hard disks, CD-ROMs, etc.

Stage
ta 2- Learning Plan

Teachers to Gauge Previous Knowledge of the Students/ Teaching Aids:

Pre-Preparation Before taking the Session: 1. Stationery/TL Aids: Classroom objects like Pen, Pencil, Chalk,
Duster, Projector
1. Teacher will ask students about parts of a computer. 2. Printed Material/Books: Book 2 CodeAI
2. Teacher will ask students – How you remember things?
3. Worksheets/Workbook: Worksheet
4. Multimedia/Video link: Main book multimedia

11
Methodology:
Session/Period 1(Topic): Input Devices, Output Devices, Storage Devices
Aim: To get knowledge about Input Devices, Output Devices, and Storage Devices.
Strategy: By showing some pictures on a projector (or actual computer), the teacher will give a brief recap of computer devices and memory which they
have learned in the previous class.
First, the teacher will give an introduction to computer devices by showing the computer itself or on a projector.
Computer devices are divided into three groups:

x Input Devices
x Output Devices
x Storage Devices
Now, the teacher will start the next topic:

P
(Teacher can explain this topic by showing some pictures or actual devices,
vices, if possible)
possibl
Input Device: The data and instructions we give to the computer are called inputs.
nputs. The devices
device that help to enter these data and instructions are called
input devices.
Basic input devices are:
¾ Keyboard:
Used to type words and numbers.
¾ Mouse: PM
Known as a pointing device used to select objects
¾ Joystick:
Used to play games.
¾ Microphone:
cts on the mo
monitor and to draw pictures.

Used to record voice and send it to a computer.

¾ Scanner:
Used to scan the images and send them to a computer.

12
 P
Now, the teacher will start the next topic:

Basic output devices are:

¾ Monitor:
PM
(Teacher can explain this topic by showing some pictures or actual devices-if possibl
Output Devices: The result we get after processing the instructions
called output devices.

Used to display the output (soft copy) on its screen.

¾ Printer:
Used to take output (hard copy/printout) on paper.
n
possible)
uctions is called output. The devices that help in getting and viewing results (output) are

¾ Speakers:
Used to give output in the form of sound.

13
Now the teacher will start the next topic:
(Teacher can play a memory game with students to start this topic)
Storage Devices: We need our work for future use. Computers can store our work in different storage devices.
Common storage devices are:
¾ Hard Disk:
It is a main storage device. Stores a large amount of data and information very fast.
¾ CD-ROM:
CD-ROM stands for Compact Disc - Read Only Memory.
It is circular in shape.
It is used to store data.
¾ DVD:
DVD stands for Digital Video Disc.
It is circular in shape. It has a larger storage capacity.
¾ Pen Drive (Flash Drive):

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It is Portable in size.

PM
14
At the end of a session (in the last 5 minutes) students will understand about:
¾ Introduction to computer devices
¾ Input devices
¾ Output devices
¾ Storage devices
Expected Skills achieved by the learners: Cognitive Skills, Spatial Skills
HOMEWORK:
D) the correct answer:
Tick (D

x Keyboard is an example of ___________ device.

a. input b. output c. storage
(Chapter 2 / Topic: Input Devices/ Exercise: Tick the correct answer, Q1)

P
A ______________ is used to play games on a computer.
a. scanner b. printer c. joystick
(Chapter 2 / Topic: Input Devices / Exercise: Tick the correct answer, Q2)
x A ______________ is used to give output on a paper.
a. printer b. speaker c. scanner

x
PM
(Chapter 2 / Topic: Output Devices/ Exercise: Tick the correct
________________ is the main storage device in a compute
a. Hard disk b. DVD c. Pen drive
(Chapter 2 / Topic: Storage Devices / Exercise:

Input devices are used to enter instructions.

ve
ect answer, Q
computer.
Q3))

e: Tick the correct answer, Q

Write 'T' for True and 'F' for False statements.

(Chapter 2 / Topic: Input Devices / Exercise: True or False,

alse, Q
Q1)
Q4)

x A mouse is also known as a pointing device.

(Chapter 2 / Topic: Input Devices / Exercise: True or False, Q2)
x A microphone is an output device.
(Chapter 2 / Topic: Input Devices / Exercise: True or False, Q3)
x The output we get on paper is called a soft copy.
(Chapter 2 / Topic: Output Devices/ Exercise: True or False, Q4)
x Storage allows us to save our work for future use.
(Chapter 2 / Topic: Storage Devices/ Exercise: True or False, Q5)

15
 Fill in the blanks by unscrambling the letters.
x ______________________ is used to type words.
EBKARODY
(Chapter 2 / Topic: Input Devices / Exercise: Fill in the blanks, Q1)

x A CD-ROM is ______________ in shape.

ICRLUCAR
(Chapter 2 / Topic: Storage Devices/ Exercise: Fill in the blanks, Q2)

x _________________ is a portable data storage device.

NPEIREDV
(Chapter 2 / Topic: Storage Devices / Exercise: Fill in the blanks, Q3)
Answer the following questions.

P
x What are computer devices?
_____________________________________________________________
______
_____________________________________________________________
____________

x What is the use of a storage device?

PM
(Chapter 2 / Topic: Introduction/ Exercise: Answer the questions,

Name any one input and one output device.

___________
(Chapter 2 / Topic: Input-Output Devices / Exercise:
se: Answe
stions, Q1)

_____________________________________________________________
___________________
_____________________________________________________________
Answer the questions, Q2)

______________________________________________________________
__
______________________________________________________________
(Chapter 2 / Topic: Storage Devices/ Exercise: Answer the questions, Q3)

Activities /Project /Integration/Research Work:

1. Integration
Integration is done with Art and Craft. Ask students to prepare an artifact using an old CD-like hanging.

16
 2. (Pls specify about project work/research work and details as per the activities)
¾ Ask students to make a Memory Book (Friends' names, birth dates, address, etc.)
¾ Ask students to make a pen drive or speakers from cardboard.
(To be further elaborated by the teacher)

Classwork:
1. Read the chapter and exercise.
2. Note down the full form of CD-ROM, DVD.
(The teacher may use the teaching aids and discussion to give repetition/practice of the contents delivered, as class work)

Reinforcement of Contents:
1. Keyboard, mouse, joystick, microphone, and scanner are input devices through
rough which we enter data and instructions into a computer.
2. Monitor, printer, and speakers are output devices through which we get the
e result or outp
output.

P
3. Hard disk, CD-ROM, DVD, and pen drive are storage devices in which ch we can save our work.
Revision:
1. Introduction to computer devices.
2. Input Devices:
z Keyboard
3. Output Devices:
z Monitor
4. Storage Devices:
z Hard Disk
z Mouse

z Printer

z CD PMz Joystick

z Speakers

z DVD
Note: - Respective teacher to further plan the session
learners to inquire further.

Homework/ Assignment /Activity back Home:

D
s
z Microphone

z Smartboard

z Pen Drive
n based on the understanding
z SScanner z Touch Screen

understandin reflected by the learners in the class. The teacher can also suggest the

1. What is the use of a joystick?

2. Name any two storage devices.
Assessment Means:
1. Explanation of topic
2. Questions
3. Quiz
4. Group discussion

17
(To be further decided by the teacher to assess the learners by oral test/interactive session/activity)

Specific Observations:
(To be filled by the teacher for learners/class based on reflection, interaction, and assessments conducted)

Note for Teachers to Modify the Lesson Plan Prototype Based on:
1. Learners’ needs and interests
2. Number of learners and facilitators/teachers in a class
3. Creative teaching-learning methods
4. List of vocabulary for reading and writing for practice for learners
5. Assessment schedule of the school
6. Holidays and events held in the school

P
PM
18
 PROJECTED LESSON PLAN
DATE
(Date/Period of execution)
CLASS - 2 SECTION ________ NO. OF STUDENTS ________students
(To be filled by the teacher) (To be filled by the teacher)

SUBJECT Computer DURATION OF PERIOD 35 to 40 minutes

THEME/CONTENT/CHAPTER Fun with Tux Paint UNIT/SUB-UNIT Chapter 3

NAME OF THE TEACHER(S)

(To be filled by the teacher)

P
Stage 1- Desired
esired Results

General Objective: Specific Objec

Objective:
Objective
1. To develop the interest of students in learning computers. 1 Students will
1. w acquire knowledge of various tools of Tux Paint.

2.
3.
4.
5.
PM
2. To enable them to draw different shapes and drawings.
3. To enable them to use various tools to draw and paint.
Learning Outcomes:
1. Students can tell how to draw different shapess and drawings.
Students can tell about the tools of Tux Paint.
Students can tell how to open a new drawing in Tux Paint.
Students can tell how to save drawings.
Students can tell what a Slide Show is.
2. Student
Students
uden will understand the use of slide shows.

6. Students can tell how to make a slide show.

7. Students can tell the use of slide show.
Stage 2- Learning Plan

Teachers to Gauge Previous Knowledge of the Students/ Teaching Aids:

Pre-Preparation Before taking the Session: 1. Stationery/TL Aids: Classroom objects like Pen, Pencil, Chalk,
Duster, Projector, Drawing Sheets
1. Teacher will ask students – Do you like to draw using a computer? 2. Printed Material/Books: Book 2 CodeAI
19
2. Teacher will ask students – Have you done painting using stamps? 3. Worksheets/Workbook: Worksheet
4. Multimedia/Video link: Main book multimedia
Methodology:
Session/Period 1(Topic): Tux Paint, Create Scenery using Tools like Lines tool, Paint tool, Fill tool, Stamp Tool, Magic tool
Aim: To get knowledge about different tools of Tux Paint to draw and paint.
Strategy: By showing the Tux Paint program on the projector, the teacher will give a brief recap of the Tux Paint window and its components which they
have learned in the previous class.
Tux Paint:
It is a free drawing program that was created by Bill Kendrick in the year 2002.
The teacher will demonstrate how to open a new drawing using a projector or computer.
mpute

P
Now, the teacher will demonstrate (on the projector) to students how they can
an make a colorful drawing using various tools of Tux Paint
(Students do have basic knowledge of tools as they have learned in a previous
us class)
class).
¾ Lines Tool:
It is used to draw straight lines. You can draw a hut, mountains,
tains, etc.
¾ Paint Tool:

¾ Fill Tool: PM
It is used to draw freehand drawings. You can create

It is used to fill color in any closed shape.

¾ Stamp Tool:
ate flowers, clouds, rivers

It is just like a rubber stamp or sticker. It is used to paste

ste pre
rivers, etc
etc.

pre-drawn or photographic images. Some stamps even have sound effects.

¾ Magic Tool:
It is used to add some special effects.
At the end of the session (in the last 5 minutes) students will understand about:
¾ How to start a new drawing in Tux Paint?
¾ Create a colorful drawing using different tools.
x Lines Tool
x Paint Tool

20
 x Fill Tool
x Stamp Tool
x Magic Tool

Expected Skills achieved by the learners: Cognitive Skills, Fine Motor Skills
HOMEWORK:
D) the correct answer:
Tick (D

x _____________ tool is used to make freehand drawings.

a. Erase b. Paint c. Lines
(Chapter 3 / Topic: Paint Tool/ Exercise: Tick the correct answer, Q1)
x _____________ tool is found in the Magic tool.
a. Paint b. Fill c. Lines

P
(Chapter 3 / Topic: Fill Tool/ Exercise: Tick the correct answer, Q2)
x ______________ tool is used as a sticker.
a. Stamp b. Text c. Lines

(Chapter 3 / Topic: Stamp Tool/ Exercise: Tick the correct answer

answer, Q3)

x
Tux Paint is a paid drawing program.

We can fill color in a closed shape.

PM
Write 'T' for True and 'F' for False statements.

(Chapter 3 / Introduction to Tux Paint/ Exercise:

se: True or False
False, Q1)

(Chapter 3 / Topic: Fill Tool/ Exercise: True or False, Q2)

x We can apply only one stamp on the canvas.
(Chapter 3 / Topic: Stamp Tool/ Exercise: True or False, Q3)
x The magic tool is used to add special effects to the drawing.
(Chapter 3 / Topic: Magic Tool/ Exercise: True or False, Q4)

21
 Fill in the blanks.
x T__X P__I__T is a free drawing program used to draw different shapes and d
drawings.
s.
(Chapter 3 / Topic: Introduction to Tux Paint/ Exercise: Fill in the blanks,
ks, Q1)

P
x S__A__P tool is used to paste pre-drawn images.
(Chapter 3 / Topic: Stamp Tool/ Exercise: Fill in the blanks, Q2)
x S__U__D effect can be disabled and enabled by pressing Alt + S key from the keybo
keyboard.

x
Answer the following questions.
What is the use of the Stamp tool?
PM
(Chapter 3 / Topic: Stamp Tool: Sound Effect/ Exercise: Fill in
n the blanks, Q3)

_______________________________________________________________________
___________
_______________________________________________________________________
_____
(Chapter 3 / Topic: Stamp Tool/ Exercise: Answer the quest
questions: Q1)

x What is the use of the Magic tool?

__________________________________________________________________
__________________________________________________________________
(Chapter 3 / Topic: Magic Tool/ Exercise: Answer the questions, Q2)

22
Session/Period 2(Topic): Text Tool, Save Tool, Slide Show
Aim: To get knowledge about different tools of Tux Paint to draw and paint (continue), and use of Slide Show.
Strategy: Using the Tux Paint program, the teacher will give a brief recap of Tux Paint tools that they have learned in the previous session.
Now, the teacher will start the next topic. (Teacher should demonstrate on the projector. Learning a program practically makes it easier to understand for
students.)
The teacher can continue with the same drawing (project) which is done in the previous session to demonstrate other tools:
¾ Text Tool:
It is used to type text and numbers. You can add your name or give a heading to the drawing.
dr
¾ Save Tool:
Click the Save tool from the toolbar. Save your file. It will help you to create
te different files for
f the project.

P
Now, the teacher will start the next topic: (The teacher can explain the slide show by showing a pictorial storybook)
Slide Show:
Slide show helps to run all the scenes of a story or text one after another.

two buttons, Next and Back.

PM
Using a projector, the teacher will demonstrate to create a slide show.

At the end of the session, students will understand:

x Text Tool
x Save Tool
x Slide Show
Expected Skills achieved by the learners: Cognitive Skills,
how. Using the

s Fine Motor Skills

t Sliding Sca
Scale we can adjust the speed of the slide show. Each slide has

HOMEWORK:
D) the correct answer.
Tick (D

x ______________ tool is used to add text and numbers.

(Chapter 3 / Topic: Text Tool/ Exercise: Tick the correct answer, Q4)

23
 Fill in the blanks.
x S__I__E__H__W helps to run all the scenes one after another.
(Chapter 3 / Topic: Slide Show/ Exercise: Fill in the blanks, Q4)

Answer the following questions.

x Why do we use slide show in Tux Paint?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
(Chapter 3 / Topic: Parts of Computer: Mouse / Exercise: Answer the questions,, Q3)

Activities /Project /Integration/Research Work:

Integration

P
Integration is done with Art and Craft. Ask students to prepare a story byy drawing/pastin
drawing/pasting different pictures.
Ask students to make their own stamp from potato and prepare one drawing. wing.

1. (Pls specify about project work/research work and details s as per the activities )

(To be further elaborated by the teacher)

Classwork:
1. Read the chapter and do the exercises.
PM
¾ Ask students to make a slide show on their favorite festivals
als

(The teacher may use the teaching aids and discussion to give repetition/practice

Reinforcement of Contents:
repe of the contents delivered, as class work)

1. Tux Paint is used to draw different shapes and drawings.

2. Paint tool is used to make freehand drawings.
3. Stamp tool is like a rubber stamp or sticker.
4. Magic tool is used to add special effects in the drawing.
5. Text tool is used to type text and numbers in the drawing.
6. Slide show helps to run all the scenes of a story or text, one after another.

24
Revision:
1. Introduction to Tux Paint
2. Create a drawing using Tux Paint tools
¾ Lines Tool
¾ Paint Tool
¾ Fill Tool
¾ Stamp Tool
¾ Magic Tool
¾ Text Tool
¾ Save Tool
3. Slide Show
Note: - Respective teacher to further plan the session based on the understanding reflected
lected by th
the learners in the class. The teacher can also suggest the
learners inquire further.

Homework/ Assignment /Activity back Home: (Pls add more if need be as

s per the plan))

P
1. What is the use of Text tools?
2. What is the use of Save tool?
Assessment: (Pls add more if need be as per the plan)
1. Explanation of topic
2. Questions
3. Quiz
4. Group discussion
5. Flash Card PM
(To be further decided by the teacher to assess the learners

Specific Observations:
arners by oral test/interactive session/activity)

(To be filled by the teacher for learners/class based on reflection,

n, interaction,
inte and assessments conducted)

Note for Teachers to Modify the Lesson Plan Prototype Based on:
1. Learners’ needs and interests
2. Number of learners and facilitators/teachers in a class
3. Creative teaching-learning methods
4. List of vocabulary for reading and writing for practice for learners
5. Assessment schedule of the school
6. Holidays and events held in the school

25
 PROJECTED LESSON PLAN
DATE
(Date/Period of execution)

CLASS - 2 SECTION ________ NO. OF STUDENTS ________students

(To be filled by the teacher) (To be filled by the teacher)

SUBJECT Computer DURATION OF PERIOD 35 to 40 minutes

THEME/CONTENT/CHAPTER Word 2016 UNIT/SUB-UNIT

/SUB-UN Chapter 4

NAME OF THE TEACHER(S)

(To be filled by the teacher)

P
Stage 1- Desired
esired Results

General Objective: Specific Object

Objective:
1.
2.
3.
4.
PM
To develop the interest of students in learning computers.
To enable them to identify various components of the Word window.
To enable them to type some text and select the text.
To enable them to save documents for future use.
Learning Outcomes:
1.
2.
3.
Students can tell what is word processing.
Students can tell the use of word processing.
Students can tell how to start Word 2016 program.
dow.
1. Students
Student

3. St
uden will acquire knowledge of word processing.
2. Stud
Students will understand the word processing program and Word.
S
Students will acquire knowledge about changing the style, size, and
S
color of fonts.

4. Students can tell about the components of the Word window. ow

5. Students can tell how to select text.
6. Students can tell how to change font style, size, and color.
7. Students can explain how to save a document.
Stage 2- Learning Plan

Teachers to Gauge Previous Knowledge of the Students/ Teaching Aids:

26
Pre-Preparation Before taking the Session: 1. Stationery/TL Aids: Classroom objects like Pen, Pencil, Chalk,
Duster, Projector
1. Teacher will ask students - Have you seen a letter, postcard, or report 2. Printed Material/Books: Book 2 CodeAI
card? 3. Worksheets/Workbook: Worksheet
2. Teacher will ask students - Have you written a letter to anyone? 4. Multimedia / Video link: Main book multimedia
Methodology:
Session/Period 1(Topic): Introduction to Word Processing, Starting Word 2016, Word window
Aim: To get knowledge about word processing, Word 2016, and components of the Word 2016 Window.
Strategy: By showing the keyboard, the teacher will give a brief recap of the keyboard and
nd its keys
k which they have learned in the previous classes. We
can create our document on a computer using a keyboard (typing using a keyboard), and we can play music by pressing the keys of the Keyboard
(instrument) of piano.
Now, the teacher will start a new topic:

P
Introduction:
Word processing means using a computer to create, edit, save, and print documents.
uments. (Teacher ccan show the textbook and explain how a document is
created.)

PM
Word processing program is used to create a document. Using Word, we can create bea
Now, the teacher will demonstrate how to start Word 2016
By clicking on Blank Document, empty document titled
6 program o
on a projector.
ed Document1 appears
Now, the teacher will explain Word 2016 window on the projector:
beautiful and attractive documents.

rs on the screen.

27
Now, the teacher will demonstrate how to start Word 2016 program on the
projector:
Word 2016 Window
The teacher will explain the components one by one:
¾ Title bar:
It is the topmost line of the Window. It shows the name of the current
document.
¾ Quick Access Toolbar:
It displays Save, Undo, and Redo buttons for quick access.
¾ File Tab:
It displays a drop-down menu of file commands such as New, Open, and Save
Save.

P
¾ Tabs:
It also displays a drop-down menu of related commands – Insert Tab,, Design Tab, etc
etc.
¾ Ribbon:
It displays groups of related commands in tabs.
¾ Cursor:

¾
¾
¾
What is word processing?
Use of word processor Program.
How to start Word 2016.
PM
It is a small vertical flashing line on the screen.

At the end of the session (in the last 5 minutes) students

ents will understand about
abou

¾ Components of Word 2016 window.

Expected Skills achieved by the learners: Cognitive Skills, Fine Motor Skills

HOMEWORK:
D) the correct answer.
Tick (D

28
 x _____________ program is used to type letters, words and sentences.
a. Word b. Paint c. Tux Paint
(Chapter 4 / Topic: Introduction/ Exercise: Tick the correct answer, Q1)
x _____________ bar displays the name of the current document.
a. Title b. Menu c. Status
(Chapter 4 / Topic: Components of Word 2016: Title bar / Exercise: Tick the correct answer, Q2)

Write 'T' for True and 'F' for False statements.

x Ribbon display groups of related commands in Tabs.
(Chapter 4 / Topic: Components of Word 2016: Ribbon/ Exercise: True or False, Q1)

Fill in the blanks.

x T__T__E__A__ is the topmost bar in Word window.

P
(Chapter 4 / Topic: Components of Word 2016: Title bar / Exercise: Fill in the blanks, Q Q1)
x C__R__O__ is a small vertical flashing line on the screen.
(Chapter 4 / Topic: Components of Word 2016: Cursor/ Exercise: Fill in n the bla
blanks,, Q2)
x K__Y__O__ __ D is used to type letters, words, numbers, etc. c. on a computer.
(Chapter 4 / Topic: Introduction/ Exercise: Fill in the blanks,
s, Q3)

x
Answer the following questions.
What do you mean by Word?
PM
________________________________________________________________________
_____________ ____
________________________________________________________________________
_________
________________________________________________________________________
____
(Chapter 4 / Topic: Introduction / Exercise: Answer the questi
questions, Q1)

Session/Period 2(Topic): Working with Word 2016

Aim: To get knowledge about creating a document using Word 2016 program.

29
Strategy: First, the teacher will give a brief recap of Word window components by showing the screen which they have learned in the previous session.
Now, the teacher will start the next topic: (Teacher should demonstrate on the projector. Learn a program that practically makes it easier to understand for
students.)
Entering Text Using Keyboard:
As we write in notebooks, we can enter text into documents using a keyboard.
The teacher should demonstrate on the projector how one can type using a keyboard.
Selecting Text:
To make any changes in typed text, one needs to select it first. Selected text appears highlighte
highlighted on the screen.
The teacher will demonstrate how to select a word, a line, a paragraph, or a long
g sele
selection.
Formatting Text:

P
As you write some words with underlining or highlight them with different colors,
ors, the same
me way
wa you can format text in Word program.
Bold, Italic, and Underline Text:
ƚƌůнссŽůĚ
x Bold – to make text dark
x Italic – to make text slant
x Underline – to make the text underlined
Changing Font Style:
PM ƚƌůн/сс/ƚĂůŝĐ

ƚƌůнh ссhŶĚĞƌůŝŶĞ

Changing Font Size:

It increases or decreases the size of the text.

30
Changing Font Color:
It will make your text more attractive and eye-catching.

Now the teacher will start the next topic:

Saving a Document:
As you note down points in our notebook for future use, you must save your text on the computer for future use.
The teacher will give a recall to storage devices.
Storage is the process of saving work permanently in a storage device like a hard disk.
The teacher will demonstrate on the projector how one can save the document.

P
Ctrl + S is the shortcut key for save.

At the end of a session (in the last 5 minutes) students will understand
stand about
¾
¾
¾
¾
¾
¾
¾
Working with Word 2016
Selecting Text
Bold, Italic, Underline Text
Changing Font Style
Changing Font Size
Changing Font Color
Saving a Document
PM
Expected Skills achieved by the learners: Cognitive Skills, Fine
ne Motor
M Skills

HOMEWORK:
D) the correct answer.
Tick (D

x The text appears darker if we select the ___________ option.

a. Italic b. Bold c. Underline

31
 (Chapter 4 / Topic: Bold Text / Exercise: Tick the correct answer, Q3)
x Shortcut key for saving a document is ___________.
a. Ctrl+Z b. Ctrl+R c. Ctrl+S
(Chapter 4 / Topic: Bold Text / Exercise: Tick the correct answer, Q3)

Write 'T' for True and 'F' for False statements.

x To select a word, triple-click on it.
(Chapter 4 / Topic: Selecting Text/ Exercise: True or False, Q2)
x The text appears slanted when we select the bold option.
(Chapter 4 / Topic: Italic Text/ Exercise: True or False, Q3)
x Storage is the process of saving work permanently.
(Chapter 4 / Topic: Save a Document/ Exercise: True or False, Q4)

Answer the following questions.

P
x What happens if you click on the Bold and Italic options?
________________________________________________
________________________________________________
__

x Why do we change font color? PM

________________________________________________
(Chapter 4 / Topic: Bold, Italic Text/ Exercise: Answer

________________________________________________
_______
________________________________________________
____
wer the questions, Q
Q2)

(Chapter 4 / Topic: change the font color / Exercise: Answer

wer th
the questions, Q3)

Activities /Project /Integration/Research Work:

1. Integration
Integration is done with the English language. Students will be able to complete a few lines about themselves/school and then type the same.

32
 2. (Pls specify about project work/research work and details as per the activities )
¾ Ask students to prepare a chart of shortcut keys with pictorial representation/keys of the same.
For e.g. Ctrl + B – Bold, Ctrl + I – Italics, etc.

(To be further elaborated by the teacher)

Classwork:
1. Read the chapter and solve the exercises.
(The teacher may use the teaching aids and discussion to give repetition/practice of the contents delivered, as class work)

Reinforcement of Contents:
1. Word is a word processing program used for creating documents.
2. We can enter text in Word with the help of a keyboard.
3. The text must be selected before making any changes to it.

P
4. We can use Bold, Italic, or Underlined features to make text dark, slanted,
anted, or underlined.
nderlin
5. We can change the style size and color of the text in Word.
6. Work should be saved on the computer for future use.
Revision:
¾ What is word processing?
¾ Use of word processor program.
¾ How to start Word 2016?
¾ Components of Word 2016 window.
¾ Working with Word 2016
¾ Selecting Text
¾ Bold, Italic, Underline Text
¾ Changing Font Style
¾ Changing Font Size
PM
¾ Changing Font Color
¾ Saving a Document
Note: - Respective teacher to further plan the session based on the understanding reflected by the learners in the class. Teacher can also suggest the
learners inquire further.

Homework/ Assignment /Activity back Home:

1. What is the use of the Scrollbar?
2. How can one do a long selection of text?

33
Assessment Means:
1. Explanation of topic
2. Questions
3. Quiz
4. Group discussion
5. Memory Game
(To be further decided by the teacher to assess the learners by oral test/interactive session/activity)

Specific Observations:
(To be filled by the teacher for learners/class based on reflection, interaction and assessments
e s conducted)

Note for Teachers to Modify the Lesson Plan Prototype Based on:
1. Learners’ needs and interests
2. Number of learners and facilitators/teachers in a class

P
3. Creative teaching-learning methods
4. List of vocabulary for reading and writing for practice for learners
5. Assessment schedule of the school
6. Holidays and events held in the school

PM
34
 PROJECTED LESSON PLAN
DATE
(Date/Period of execution)
CLASS - 2 SECTION ________ NO. OF STUDENTS ________students
(To be filled by the teacher) (To be filled by the teacher)

SUBJECT Computer DURATION

RATION OF PERIOD 35 to 40 minutes

THEME/CONTENT/CHAPTER More on Paint UNIT/SUB-UNIT

UNIT UNIT Chapter 5

NAME OF THE TEACHER(S)

P
(To be filled by the teacher)

Stage
ag 1- Desired
ired Resu
Results

General Objective:
1.
2.
3. PM
To develop the interest of students in learning computers.
To enable them to identify various components of the
To make them understand to save drawings for future

Learning Outcomes:
1.
2.
Students can tell about Paint program.
Students can tell how to start the Paint program.
ers.
he Pa
Paint windo
uture use.
window.
Specific O
1. S
Stu
Objective:
Students will learn about various options and tools in Paint.
2. Students will learn to save drawings.
3. Students will get knowledge about saving drawings with different file
3
formats.

3. Students can tell about Paint window.

4. Students can explain the use of various options and tools of Paint.
5. Students can differentiate between cut-paste and copy-paste.
6. Students can tell how to save drawings.
7. Students can tell how to save drawing in different file formats.
Stage 2- Learning Plan

Teachers to Gauge Previous Knowledge of the Students/ Teaching Aids:

35
Pre-Preparation Before taking the Session: 1. Stationery/TL Aids: Classroom objects like Pen, Pencil, Chalk,
Duster, Projector
(Pls specify and add more points if need be as per the plan) 2. Printed Material/Books: Book 2 CodeAI
1. Teacher will ask students if they like to make drawings using a 3. Worksheets/Workbook: Worksheet
computer. 4. Multimedia / Video link: Main book multimedia
2. The teacher will ask students if they remember how to start the Paint
program?
Methodology:
Session/Period 1(Topic): Introduction, Starting Paint, Paint Window Components, Various Options like Select Option, Resize Option, Skew Option
Aim: To get knowledge about Paint, its components, and options like select, resize, and
nd skew
skew.
Strategy: By using a projector, the teacher will give a brief recap of the Paint program
ram which they have learned in the previous classes.
First, the teacher will give an introduction to the Paint program using a projector:

P
Introduction:
Paint is a drawing program. After drawing the objects, one can edit them by using
sing different features.
featur (Teacher can demonstrate one/two features)
Now, the teacher will demonstrate how to start the Paint program.
Now the teacher will start the next topic:
Paint Window:
PM
¾ Quick Access Toolbar:
It is placed in the top left corner having some most important buttons like Save, Undo, and Redo.
¾ File Menu:
It is the first button under Quick Access Toolbar which opens the main menu.
¾ Tab:

36
 There are two tabs
1. Home Tab: All the main image editing tools.
2. View Tab: Options for Zoom in/out or Full-screen mode.
¾ Color Palette:
It is used to select Foreground and Background colors.

Now the teacher will start the next topic:

Using various options in Paint:
Select Option:
This option is used to select a drawing or a part of it. After selecting the drawing,
wing, one can m
move it from one place to another in the Paint window. One
can drag and drop objects in a new location.

P
Resize Option:
Re-size means changing the size of an object/drawing. Resize option is used to change the size of the drawing by making it smaller or bigger.
Skew Option:

PM
This option is used to stretch an image from one end while
(Teacher will demonstrate options on the projector)
hile the other end remains

At the end of a session (in the last 5 minutes) students

¾ Introduction to the Paint Program
¾ Paint Window Components
tudents will
remain fixed.

w understand about:

¾ Various Options:
Select Option
Resize Option
Skew Option

Expected Skills achieved by the learners: Fine Motor Skills, Cognitive skill

37
HOMEWORK:
D) the correct answer.
Tick (D

x ______________ is a program used to draw and color objects.

a. Paint b. WordPad c. Windows
(Chapter 5 / Topic: Introduction / Exercise: Tick the correct answer, Q1)
x ______________ tool is used to select a part or whole drawing.
a. Resize b. Select c. Flip
(Chapter 5 / Topic: Various Option: Select Option / Exercise: Tick the correct answer,
wer, Q2)

x Dotted _____________ shows that the object has been selected.

a. circle b. triangle c. rectangle
(Chapter 5 / Topic: Various Option: Select Option / Exercise: Tick the correct answer, Q3
Q3)

P
Write 'T' for True and 'F' for False statements.
x View tab contains the main image editing tools.
(Chapter 5 / Topic: Tabs / Exercise: True or False, Q1)
x

x
PM
Skew command is used to stretch an image.
(Chapter 5 / Topic: Various Options: Skew / Exercise: True or False, Q2)
We cannot move the selected image.
(Chapter 5 / Topic: Various Options: Select/ Exercise:
Fill in the blanks.
H___ M ___ and V ___ E ___ are the two tabs
rcise: True

s in Pa
Paint.
(Chapter 5 / Topic: Tabs / Exercise: Fill in the blanks,
nks, Q1)
Default foreground color of Paint is B___A___K and Defau
ue or False, Q4)
Q4

Default background color is W___I___E.

(Chapter 5 / Topic: Color Palette / Exercise: Fill in the blanks
blanks, Q2)

Answer the following questions.

x What is the use of Paint program?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

38
 (Chapter 5 / Topic: Introduction to Paint Program / Exercise: Answer the questions, Q1)

x Name the buttons present on Quick Access Toolbar.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
(Chapter 5 / Topic: Quick Access Toolbar/ Exercise: Answer the questions, Q2)

Session/Period 2(Topic): Various options (continue) Rotate and Flip, Copy-Paste, Cut-Paste,
ut-Paste, Crop
C Image, Color Picker Tool and How to Save Drawing
Aim: To get knowledge about various options - Rotate and Flip, Copy-Paste, Cut-Paste,
-Paste, Crop, Color
C Picker, and how to save drawing for future use.
Strategy: By demonstrating on the projector teacher will give a brief recap of Paint components,
components Select, Resize, and Skew options.

P
Now, the teacher will continue with other options of the Paint program:
Rotate and Flip Option:

Copy and Paste:

another place.
Cut and Paste:
PM
Rotate option changes the position of the picture to different angles. The flip feature creates

Instead of repeatedly drawing the same image, one

ne can use the Copy
cre a mirror image of the picture horizontally or vertically.

y and Paste option. One can copy an image from one place and paste it into

It is used to remove the drawing from its original place and pa

paste it into another place.
ƚƌůн с ĐŽƉLJ
ƚƌůнy сĐƵƚ
Crop Image: ƚƌůнs сƉĂƐƚĞ
After cropping, only the selected part of the image is visible.
Select Color using Color Picker Tool:
Sometimes you need to use the same color as in the existing drawing/image. This tool enables to paint using a color already present in an image/drawing.
Now, the teacher will start the next topic:

39
Saving:
To view or modify the drawing in the future, one needs to save the drawing.
Select File menu --> Save option. Give the filename in the Save As dialog box.
Saving Drawings in Different File Formats:
Paint can save drawings in multiple file formats such as JPEG, PNG, BMP, TIFF, etc.
Select the desired file format in the Save As dialog box.
At the end of a session (in the last 5 minutes) students will understand about:
¾ Various options:
Rotate and Flip
Copy and Paste

P
Cut and Paste
Crop Image
Select Color using Color Picker Tool
¾ Saving drawing

HOMEWORK:
Tick the correct answer.

x
a. Rotate b. Flip
PM
Expected Skills achieved by the learners: Fine Motor Skills, Cognitive

c. Copy
nitive Skill

______________ feature creates a mirror image of the pic

picture.

(Chapter 5 / Topic: Flip Option/ Exercise: Tick the correct

ct answer,
ans Q4)

x Use _____________ feature to see only the selected part of the image.
a. Crop b. Resize c. Skew
(Chapter 5 / Topic: Crop Image/ Exercise: Tick the correct answer, Q5)
Write 'T' for True and 'F' for False statements.
x Rotate feature creates a mirror image of the picture.
(Chapter 5 / Topic: Rotate Feature/ Exercise: True or False, Q3)

40
 x Paint file can only be saved in PNG format.
(Chapter 5 / Topic: Saving Drawing in Different file formats/ Exercise: True or False, Q5)
Fill in the blanks.
x C___L___R P___C___E___ tool picks a color from a colored drawing.
(Chapter 5 / Topic: Color Picker Tool/ Exercise: Fill in the blanks, Q3)

Answer the following questions.

x Why do we use copy and paste option?
_________________________________________________________________________
_________________________________________________________________________
___
_________________________________________________________________________
___________
(Chapter 5 / Topic: Copy and Paste option/ Exercise: Answer the questions,
ns, Q3
Q3)

P
x Write the different file formats for saving a drawing in Paint.
_________________________________________________________________________
_____________
_________________________________________________________________________
______________

Activities /Project /Integration/Research Work:

1. Integration
PM
_________________________________________________________________________
____________________
(Chapter 5 / Topic: Saving Drawing in different file formats/
ormats/ Exercise
Exercise: Answer th

Integration is done with Art. Students will learn to create a draw

the questions, Q4)

drawing and color it using different tools of Paint.

2. (Pls specify about project work/research work and details as per the activities)
¾ Ask students to make a chart of the use of various options available in the Paint program.

(To be further elaborated by the teacher)

41
Class work:
1. Read the chapter and solve exercises.
2. Draw Paint program window and label it.

(The teacher may use the teaching aids and discussion to give repetition/practice of the contents delivered as class work)

Reinforcement of Contents:
1. Paint program is used to draw shapes, figures, and cartoons.
2. Skew option is used to stretch an image only from one end.
3. Rotate command is used to change the position of the image to different angles.
4. Flip command is used to create a mirror image of the picture.
5. Crop feature lets us see only the selected part of the image.
6. Color Picker tool is used to pick a color from an open image or colored drawing.
awing

P
Revision:
1. Introduction to the Paint program
2. Components of Paint window:
¾ Quick Access Toolbar
¾ File menu
¾ Tabs: Home and View tab
¾ Color Palette
3. Various options available in Paint:
¾ Select
¾ Resize
¾ Skew
¾ Copy and Paste
PM
¾ Cut and Paste
¾ Rotate and Flip
¾ Crop Image
4. Save drawing
5. Saving drawing in different file formats like JPEG, PNG, BMP, TIFF.

Note: - Respective teacher to further plan the session based on the understanding reflected by the learners in the class. Teacher can also suggest the
learners to inquire further.

42
Homework/ Assignment /Activity back Home:
1. What is the difference between Copy-Paste and Cut-Paste?
2. What is the use of Rotate and Flip tools?
Assessment Means:
1. Explanation of topic
2. Questions
3. Quiz
4. Group discussion
5. Identification from given figure
(To be further decided by the teacher to assess the learners by oral test/interactive session/activity
on/act )

Specific Observations:
(To be filled by the teacher for learners/class based on reflection, interaction and assessments conducted)
co

P
Note for Teachers to Modify the Lesson Plan Prototype Based on:
1. Learners needs and interests
2. Number of learners and facilitators/teachers in a class
3. Creative teaching learning methods

5. Assessment schedule of the school

6. Holidays and events held in the school
PM or learners
4. List of vocabulary for reading and writing for practice for rners

43
 PROJECTED LESSON PLAN
DATE
(Date/Period of execution)
CLASS - 2 SECTION ________ NO. OF STUDENTS ________students
(To be filled by the teacher) (To be filled by the teacher)

SUBJECT Computer DURATION OF PERIOD 35 to 40 minutes

THEME/CONTENT/CHAPTER Arrangement of Patterns UNIT/SUB-UNIT Chapter 6

NAME OF THE TEACHER(S)

(To be filled by the teacher)

P
Stage 1- Desired
esired Results

General Objective: Specific Objec

Objective :
1. To develop the interest of students in learning computers. 1 Students will
1. w acquire knowledge about growing and repeating patterns.
2. To enable them to think logically.

Learning Outcomes:
1.
2.
3.
4.
PM
3. To enable them to solve the instructions more efficiently.
4. To enable them to understand the workflow of the communication

Students can tell about growing and repeating

Students can tell about decomposition.
mmunication proce

g patte
patterns.

Students can tell how larger tasks became easier after

Students can define coding.
process.
2. Students

fter decomposition.
de
Student
uden will understand decomposition.
3. Stud
Students will learn to code-decode using secret codes.
S

5. Students can define decoding.

6. Students can tell how to code-decode using secret code.
Stage 2- Learning Plan

Teachers to Gauge Previous Knowledge of the Students/ Teaching Aids:

Pre-Preparation Before taking the Session: 1. Stationery/TL Aids: Classroom objects like Pen, Pencil, Chalk,
Duster, Stickers/symbols, drawing sheets/plain paper
(Pls specify and add more points if need be as per the plan) 2. Printed Material/Books: Book 2 CodeAI
44
 1. Teacher will ask students if they have observed any pattern on their 3. Worksheets/Workbook: Worksheet
cloth/bed sheets. 4. Multimedia / Video link: Main book multimedia
2. Teacher will ask students if they like Rangoli and Mandala Art.
Methodology :
Session/Period 1(Topic): Pattern, Growing and Repeating, Decomposition, Code-Decode
Aim: To get knowledge about Patterns, Growing and Repeating Patterns, Decomposition, and Code-Decode.
Strategy: By showing some drawings/patterns, the teacher will give a brief recap of Patterns that they have learned in the previous classes.
(For the teacher: Pattern recognition as part of computational thinking is the process of identifying patterns in a data set to categorize, process and
resolve the information more effectively.)
Now, the teacher will explain more about Patterns: (Teacher can demonstrate on board/projector or give students drawing sheets to draw their own
patterns.)

P
Pattern:
Patterns are regular arrangements of lines, shapes and colors.
Growing Pattern:

Repeating Pattern:
PM
When something is added to a pattern every time, it is called growing
rowing pattern.

Pattern that repeats itself over and over again according to a ccertain rule is called repeating pattern. It does not add anything new.

By understanding patterns, students become more efficient and quicker in solving instructions.

45
Now, the teacher will start the next topic:
Decomposition:
Decomposition means breaking down a task/problem into smaller parts, to make it easier to understand.
A teacher can give an example of daily life like brushing teeth, taking bath, drawing a hut/sun, etc.
Code-Decode:
A teacher can explain this topic with a color code game.
When we represent information using symbols/pictures/codes, it is called coding.
When we convert the information back to its original form, it is called decoding.
g.
Make students understand how the information is secured.

P
At the end of a session (in the last 5 minutes) students will understand about:
ut:
¾ What is Pattern?
¾ Growing Pattern
¾ Repeating Pattern
¾ Composition
¾ Coding
¾ Decoding PM
Expected Skills achieved by the learners: Computational

HOMEWORK:
tation Thinking,
nking Logicall Reasoning
R

Write 'T' for True and 'F' for False statements.

x Growing pattern does not add anything to itself.
(Chapter 6 / Topic: Pattern/ Exercise: True or False, Q1)
x We use decomposition in our daily lives too.
(Chapter 6 / Topic: Decomposition/ Exercise: True or False, Q2)
x Coding represents information using symbols.
(Chapter 6 / Topic: Coding/ Exercise: True or False, Q3)

46
 Fill in the boxes.
x R___P___A___ ___I___G pattern does not add anything to itself.
(Chapter 6 / Topic: Pattern / Exercise: Fill in the boxes, Q1)
x D__C___M___O___I___I___N makes things easier to understand.
(Chapter 6 / Topic: Decomposition/ Exercise: Fill in the boxes, Q2)
x When we represent information using symbols for pictures, it is called C___D___N___.
(Chapter 6 / Topic: Coding/ Exercise: Fill in the boxes, Q3)

Activities /Project /Integration/Research Work:

1. Integration
Integration is done with Mathematics. Ask students to prepare their own patterns using
sing geometric
geo shapes.
Art Integration. Students will understand the concept of color coding.

P
2. (Pls specify about project work/research work and details as per the he activities)
¾ Ask students to prepare their own code for alphabets/names with some
ome symbols like smiley, shapes, sun, etc.
¾ Ask students to break down the task “draw a sun” and write its steps.
(To be further elaborated by the teacher)

Classwork:
1. Read the chapter and solve the exercises.

1.
2.
PM
(The teacher may use the teaching aids and discussion

Reinforcement of Contents:
on to give repetition/practice

Patterns are regular arrangements of lines, shapes, and

epetition/practice of the contents delivered as class work)

nd col
colors.
Growing patterns and repeating patterns are two types off patterns.
pat
3. Decomposition is breaking down a problem into smaller parts.
4. Coding is the representation of information using symbols or pictures.
5. Decoding is converting the information back to its original form.

Revision:
1. What is Pattern?
2. Growing Pattern
47
 3. Repeating Pattern
4. Composition
5. Coding
6. Decoding
Note: - Respective teacher to further plan the session based on the understanding reflected by the learners in the class. Teacher can also suggest the
learners to inquire further.

Homework/ Assignment /Activity back Home:

1. What is decomposition?
2. What is code and decode?
Assessment Means:
1. Explanation of topic
2. Questions
3. Quiz

P
4. Group discussion
5. Pattern making
(To be further decided by the teacher to assess the learners by oral test/interactive session/activ )
active session/activity

Specific Observations :

1. Learners needs and interests

PM
(To be filled by the teacher for learners/class based on reflection,

Note for Teachers to Modify the Lesson Plan Prototype

2. Number of learners and facilitators/teachers in a class

3. Creative teaching learning methods
tion, interaction and assessments

otype Based on on:

4. List of vocabulary for reading and writing for practice for learners
5. Assessment schedule of the school
lea
asse conducted)

6. Holidays and events held in the school

48
 PROJECTED LESSON PLAN
DATE
(Date/Period of execution)
CLASS - 2 SECTION ________ NO. OF STUDENTS ________students
(To be filled by the teacher) (To be filled by the teacher)

SUBJECT Computer DURATION OF PERIOD 35 to 40 minutes

THEME/CONTENT/CHAPTER Fun with ScratchJr UNIT/SUB-UNIT Chapter 7

NAME OF THE TEACHER(S)

(To be filled by the teacher)

P
Stage 1- Desired
esired Results

General Objective: Specific Objec

Objective:
Objective
1. To develop the interest of students in learning computers. 1 Students will
1. w understand the SaratchJr program and its working.
2.
3.

PM
To enable them to identify various components of the SaratchJr
To enable them to change the sprite character and background
stage.
4. To enable them to create a program on ScratchJr.
Learning Outcomes:
1.
2.
3.
4.
Students can tell about an ScratchJr.
Students can define coding.
Students can tell how to download ScratchJr.
hJr screen.
round of the

Students can tell about the components of ScratchJr screen.

een.
2. Student
Students
uden will acquire knowledge about motion block to move sprites.

5. Students can tell how to move sprite.

6. Students can tell how to change background.
7. Students can tell how to add another character/sprite.
8. Students can tell how to create a program or script.
Stage 2- Learning Plan

Teachers to Gauge Previous Knowledge of the Students/ Teaching Aids:

49
Pre-Preparation Before taking the Session: 1. Stationery/TL Aids: Classroom objects like Pen, Pencil, Chalk,
Duster, Projector
(Pls specify and add more points if need be as per the plan) 2. Printed Material/Books: Book 2 CodeAI
1. Teacher will ask students – Do you like watching animation/cartoons? 3. Worksheets/Workbook: worksheet
2. Teacher will ask students – Have you seen a flip book? 4. Multimedia / Video link: main book multimedia
Methodology:
Session/Period 1(Topic): Introduction to ScratchJr, Working on ScratchJr, Downloading ScratchJr, Starting ScratchJr, ScratchJr screen.
Aim: To get the basic knowledge about downloading, starting ScratchJr and ScratchJr screen.
Strategy: By showing a code-decode worksheet, the teacher will give a brief recap of coding
oding wh
which they have learnt in the previous session.
The teacher will ask students if they would like to create their program/script.
Now, the teacher will give an Introduction to ScratchJr.

P
ScratchJr is a fun-based programming language for kids.
The teacher will now explain coding which they have already learned in previous
ous sessio
sessions.
Coding:

Working on ScratchJr: PM
Coding, sometimes called computer programming, is how we communicate with co
code is like creating a set of instructions. By learning to write

jump or dance. Students can add a new character, change

rite code, you

e backg
computers. Code tells a computer what actions to take, and writing
y can tell computers
compu what to do or how to behave in a much faster way.

Like students play a Lego game and board game, in a similar wayy tthey can work on ScratchJr by snapping the blocks together to make characters move,
background, and add voice effects and sounds.
Now, the teacher will demonstrate how to download ScratchJr.
ScratchJr is a free app that runs on tablet (Android and iOS). One can download it from the store or directly from the website.
Now, the teacher will start the next topic:
Starting ScratchJr:
The teacher should demonstrate on projector so students will be clearer.

50
Now, the teacher will explain ScratchJr Screen by demonstrating on projector:
1. Sprite:
The main character that performs all the actions.

P
2. Stage:
A place for your program/script/animation.
3. Sprite list:
Shows available sprites, you can add more sprites to the project.
j
4. Background:
To change background.
5. Flag: PM
Click on the green flag to start main program.
6. Pages:
To add new pages in the project.
7. Script/Program:
Step-by-step instructions are given to the sprite in the form of a stack of blocks.
8. Script Area:
A place to make programs by assembling blocks.
9. Blocks Palette:
Shows all the available blocks.

51
 10. Block Category:
Lists the six categories of color-coded blocks:

x Triggering
x Motion
x Looks
x Sounds
x Control
x End

At the end of a session (in the last 5 minutes), students will understand about:
¾ ScratchJr
¾ How to download ScratchJr
¾ How to start ScratchJr

P
¾ Components of ScratchJr screen

x Expected Skills achieved by the learners: Logical Thinking, Creativity,

ty, Problem-Solving
Proble Solvin

HOMEWORK:

x
D) the correct answer.
Tick (D

b. Google Play
PM
We can download the ScratchJr app for an iOS
a. BlueStacks
S from _______________.
c. App S
Store
(Chapter 7 / Topic: Downloading ScratchJr/ Exercise:

Script is also known as a _______________.

e
se: Tic
Tick the correct answer, Q1)

a. page b. program c. character

er
(Chapter 7 / Topic: Components of scratch/ Exercise: Tick the correct answer, Q2)

x _______________ is the place where we make our program by assembling blocks.

a. Script Area b. Stage c. Sprite
(Chapter 7 / Topic: Components of scratch/ Exercise: Tick the correct answer, Q3)
Write 'T' for True and 'F' for False statements.
52
 x ScratchJr can only run on Tablets.
(Chapter 7 / Topic: Downloading ScratchJr/ Exercise: True or False, Q1)
x By default, ScratchJr is installed on our device.
(Chapter 7 / Topic: Starting ScratchJr/ Exercise: True or False, Q2)
x Blocks category lists the six categories of color-coded blocks.
(Chapter 7 / Topic: ScratchJr Screen/ Exercise: True or False, Q3)

Fill in the boxes.

x On desktop, B_U_S_A_K_ software is used to run ScratchJr.
(Chapter 7 / Topic: Using ScratchJr on Desktop/ Exercise: Fill in the boxes, Q1)
x S___A___E is the place where the sprite moves.
(Chapter 7 / Topic: ScratchJr Screen/ Exercise: Fill in the boxes, Q2)

Answer the following questions.

x What is ScratchJr?

P
________________________________________________________
__
________________________________________________________
________________________________________________________
_______

x
PM
(Chapter 7 / Topic: Introduction ScratchJr/ Exercise: Answer
nswer the questions., Q1)

List the name of color-coded blocks available in Block categor

category.
________________________________________________________
____________________
________________________________________________________
________
________________________________________________________
____
(Chapter 7 / Topic: ScratchJr Screen/ Exercise: Answer tthe
he q
questions, Q2)
Q

Session/Period 2(Topic): Moving the Sprite, Changing Background, Adding Another Character or Sprite, Creating a Program
Aim: To get the basic knowledge of ScratchJr, and make students able to create their own program.
Strategy: By demonstrating on the projector, the teacher will give a brief recap on how to download ScratchJr, and use ScratchJr and ScratchJr screen
which they have learned in the previous sessions.

53
Now, the teacher will start the next topic:
Moving Sprite:
Use the motion blocks to make the Sprite move. (Teacher will demonstrate on the projector)
Changing Background:
By default, the stage has white background. To make the stage more interesting and lively, change the background.
The background shows available options for the same. Click on the desired background and then click on the check mark.
Adding Another Character or Sprite:
Tic, is the main character. Sometimes we like to add different characters to the project. Click on the + sign. It shows available characters. Select a
new character and click on the check mark.
The new character always appears in the middle of the stage.

P
Creating a Program:
As we play a board game and follow step-by-step instructions, this is called
d a script or progra
program in ScratchJr.

PM
Drag more blocks to the Script Area and snap them together to

At the end of a session (in the last 5 minutes) students

¾
¾
¾
Moving sprite
Changing background
Adding another character or sprite
o make a sequence of acti
The teacher will demonstrate how one can create a program/script
(The script runs from the beginning and each block
nts will understand
understa about:
actions. This sequence of actions is called a script or program.
gram/script using ScratchJr using Projector.
k is highlighted as it runs.)
runs.

¾ Creating a program

x Expected Skills achieved by the learners: Logical Thinking, Creativity, Problem-Solving

HOMEWORK:
D) the correct answer.
Tick (D

54
 x To make the sprite move, use the __________ blocks.
a. motion b.looks c. control
(Chapter 7 / Topic: Moving Sprite/ Exercise: Tick the correct answer, Q4)
Write 'T' for True and 'F' for False statements.
x When the script runs, each block is highlighted.
(Chapter 7 / Topic: Creating a Program/ Exercise: True or False, Q4)

Fill in the boxes.

x By default, the background of the stage is W___I___E.
(Chapter 7 / Topic: Changing Background/ Exercise: Fill in the boxes, Q3)
x The sequence of actions is called S___R___P___.
(Chapter 7 / Topic: Creating a Program/ Exercise: Fill in the boxes, Q4)
Answer the following questions.
x

P
How do we make a sequence of actions?
________________________________________________________ _
________________________________________________________
________________________________________________________
________

PM
(Chapter 7 / Topic: Creating a Program/ Exercise: Answer

Activities /Project /Integration/Research Work:

1. Integration
swer the questions, Q3)

Art Integration. Students will use scripts for the selected

ected sprites

2. (Pls specify about project work / research work and details

sprite to make them move and talk on the stage.

ails as per the activities)

¾ Ask students to prepare a flip book which shows a flying balloon.

(To be further elaborated by the teacher)

Class work:
1. Read the chapter and solve exercises.

55
( Teacher may use the teaching aids and discussion to give repetition/practice of the contents delivered, as class work)

Reinforcement of Contents:
1. ScratchJr is a fun-based programming language for kids.
2. We can work on ScratchJr by snapping the blocks together to make characters move, jump or dance.
3. Sprite is a character that performs all the actions.
4. Sprite is a collective instruction given to a sprite in the form of a stack of blocks.
5. We can change the background of the stage to make it more interesting and livelier.
6. We can add more characters to the projects.

Revision:
1. ScratchJr

P
2. How to download ScratchJr?
3. How to start ScratchJr?
4. Components of ScratchJr screen:
x Sprite
x Stage
x Sprite list
x Background
x Flag
x Pages
x Script/Program
x Script Area
x Blocks Palette
x Block Category
PM
5. Moving sprite
6. Changing background
7. Adding another character or sprite
8. Creating a program

Note: - Respective teacher to further plan the session based on the understanding reflected by the learners in the class. Teacher can also suggest the
learners to inquire further.

56
Homework/ Assignment /Activity back Home:
1. What is a program/script?

Assessment Means:
1. Explanation of topic
2. Questions
3. Quiz
4. Group discussion
(To be further decided by the teacher to assess the learners by oral test/interactive session/activity)

Specific Observations:
(To be filled by the teacher for learners/class based on reflection, interaction and assessments conducted)
co

P
Note for Teachers to Modify the Lesson Plan Prototype Based on:
1. Learners needs and interests
2. Number of learners and facilitators/teachers in a class
3. Creative teaching learning methods

5. Assessment schedule of the school

6. Holidays and events held in the school
PM or learners
4. List of vocabulary for reading and writing for practice for rners

57
 PROJECTED LESSON PLAN
DATE
(Date/Period of execution)

CLASS - 2 SECTION ________ NO. OF STUDENTS ________students

(To be filled by the teacher) (To be filled by the teacher)

SUBJECT Computer DURATION

RATION OF PERIOD 35 to 40 minutes

THEME/CONTENT/CHAPTER Understanding AI UNIT/SUB-UNIT

UNI UNI Chapter 8

P
NAME OF THE TEACHER(S)
(To be filled by the teacher)

Stage 1-
1 Desired
red Result
Results

General Objective:

PM
1. To develop the interest of students in learning computer.
2. To enable them to differentiate between AI machine
3. To enable them to work with Petalica Paint.
Learning Outcomes:
1.
2.
uter.
ne and normal machine.

Students can tell about the concept of Artificial Intelligence.

Students can tell about AI in today's world.
gence
Specific O
1 S
1.
Objective:
Students will understand the concept of AI.
2. Students will acquire knowledge about the Applications of AI.

3. Students can differentiate between AI machine and normal al machine.

m
4. Students can tell about the applications of AI.
5. Students can tell how to start Petalica Paint.
6. Students can tell how to use Petalica Paint for coloring.
Stage 2- Learning Plan

Teachers to Gauge Previous Knowledge of the Students/ Teaching Aids:

58
Pre-Preparation Before taking the Session: 1. Stationery/TL Aids: Classroom objects like Pen, Pencil, Chalk,
Duster, Projector, Internet connection
(Pls specify and add more points if need be as per the plan) 2. Printed Material/Books: Book 2 CodeAI
1. Teacher will ask students – Have you seen or heard about the movie 3. Worksheets/Workbook: Worksheet
4. Multimedia / Video link: Main book multimedia
Terminator?
2. Teacher will ask students – Do you know about Alexa or Siri?
Methodology:
Session/Period 1(Topic): Concept of AI, AI in Today's World, AI Machine and Normal Machine , AI Around Us
Aim: To get the knowledge of AI, difference between AI and normal machine, AI applications around us.
Strategy: By showing some examples of AI, teacher will give a brief recap of AI which
h they have already introduced in previous classes.
AI is when you make a computer like a little brain. You help it to learn by giving it a lot of words
word and pictures and numbers.

P
Now, the teacher will start explaining the concept of Artificial Intelligence:
Artificial intelligence or AI:
It is the ability of a machine to copy human intelligence.

Now, the teacher will start the next topic:

AI in Today's World:
PM
The goal of AI is to make computers take intelligent decisions.
Using a general register or any book, the teacher can explain

The teacher can give an example of Terminator or any other

Terminator).
ain about the intelligent decision:

er AI-b
deci it's a sound decision based on data collected from experiences.

AI-based movie. In reality, we have not received this level of AI (which is shown in the movie

AI Machine and Normal Machine:

A normal machine is fed with instructions. It just follows the instructions.
When a machine is programmed with AI, it develops human understanding and behavior.
For example, a normal music system plays music through CD or a DVD, or a flash drive. On the other hand, a smart music system plays music through
human voice commands.

59
Now, the teacher will explain:
Artificial Intelligence around us:
AI makes life easier.
AI in Digital Assistants:
You might have seen Apple's Siri and Amazon's Alexa, these two are the most famous AI personal assistants. They help users to make a call or search for
information on web by understanding voice commands.
AI in YouTube Video Recommendations:
By showing some learning videos on YouTube, Teacher can demonstrate how YouTube
be suggest
suggests similar kinds of videos. It is with the help of AI.
AI in Games:
Playing games is a favorite activity for children. The majority of video games such as racing, sho
shooting, etc. are powered by AI.

P
At the end of a session (in the last 5 minutes) students will understand about
ut :
¾ Concept of AI
¾ AI machine and normal machine
¾
¾
¾
¾
¾
x
AI in today's world
AI around us
AI in digital assistants
AI in YouTube video recommendations
AI in games PM
Expected Skills achieved by the learners: Logical

HOMEWORK:
Logica Thinking,
hinkin Decision Making

D) the correct answer.

Tick (D

x Artificial Intelligence is a machine's ability to __________ human intelligence.

a. destroy b. copy c. increase
(Chapter 8 / Topic: Concept of AI / Exercise: Tick the correct answer, Q1)
x An AI-programmed machine develops human understanding and _____________.
a. emotion b. behavior c. voice
(Chapter 8 / Topic: AI machine/ Exercise: Tick the correct answer, Q2)
x AI-powered games maintain the ____________ of the players.
60
 a. interest b. relations c. balance
(Chapter 8 / Topic: AI in games/ Exercise: Tick the correct answer, Q3)

Write 'T' for True and 'F' for False statements.

x There is no difference between a normal machine and an AI-enabled machine.
(Chapter 8 / Topic: Normal Machine and AI/ Exercise: True or False, Q1)
x A music system gives output in the form of text.
(Chapter 8 / Topic: AI around us/ Exercise: True or False, Q2)
x Siri and Alexa are famous AI personal assistants.
(Chapter 8 / Topic: AI in Digital Assistants/ Exercise: True or False, Q3)
x Majority of video games are powered by Artificial Intelligence.
(Chapter 8 / Topic: AI in Gaming/ Exercise: True or False, Q4)

Fill in the boxes.

x

P
The skill or ability to deal with changing situations is called I___T___L___I___E___C___.
L___I___E___C__
(Chapter 8 / Topic: Concept of Intelligence / Exercise: Fill in the boxes,
es, Q1)
x A normal electronic machine is fed with I___S___R___C___I___N___..
(Chapter 8 / Topic: AI Machine / Exercise: Fill in the boxes, Q2)
x Smart music system with AI plays music through human voice oice C___M___A___ ___S. ___

x
Answer the following questions.
PM
(Chapter 8 / Topic: AI around us / Exercise: Fill in the boxes,
YouTube suggests similar kind of V___D___O___.
(Chapter 8 / Topic: AI in YouTube Video Recommendations

What is the goal of Artificial Intelligence?

s, Q3)

endations / Exercise:
Exercise Fillll in the

_________________________________________________________________________________
____
_________________________________________________________________________________
____
th boxes, Q4)

_________________________________________________________________________________
(Chapter 8 / Topic: Concept of AI/ Exercise: Answer the questions., Q1)

x Give two examples of AI in our daily life.

_________________________________________________________________________________
_________________________________________________________________________________

61
 _________________________________________________________________________________
(Chapter 8 / Topic: AI around us/ Exercise: Answer the questions, Q2)
Session/Period 2(Topic): AI Lab: Petalica Paint (Practical)
Aim: To get the basic knowledge of Petalica Paint, starting Petalica Paint.
Strategy: By discussing/demonstrating teacher will give a brief recap of AI, AI around us which they have learnt in previous session.
Now, the teacher will start a new topic:
AI Lab:
Students will enjoy coloring based on AI technology.
Petalica Paint (Internet connection required):

P
It is a free online AI-based coloring program.
Starting Petalica Paint:
The teacher will demonstrate how to start Petalica Paint on projector.
or.
The ways to work in Petalica Paint:
1. Upload any line drawing to Petalica Paint:

Three rules to play the game.

PM
As soon as image is uploaded, AI will process the image
mage and start coloring automatically.

At the end of a session (in the last 5 minutes) students willl understand
¾ Petalica Paint
unde
aut

about :

¾ Two ways to work in Petalica Paint

¾ Three rules to play rock,paper and scissor

x Expected Skills achieved by the learners: Creativity, Situation-based Decision-Making

62
HOMEWORK:
D) the correct answer.
Tick (D

x In Rock, Paper and Scissors game, ___________ beats Rock by covering it.
a. Scissors b. Wood c. Paper
(Chapter 8 / Topic: Rock, Paper and scissors/ Exercise: Tick the correct answer, Q4)

Write 'T' for True and 'F' for False statements.

x Rock, Paper and Scissors game teaches the basic principles of AI technology.
(Chapter 8 / Topic: Rock, Paper, Scissors / Exercise: True or False, Q5)
Answer the following questions.
x What does the game Rock, Paper and Scissors depend on?,
________________________________________________________ _

P
________________________________________________________
_
________________________________________________________
_

Activities /Project /Integration/Research Work:

1. Integration
PM
(Chapter 8 / Topic: Rock, paper and Scissors/ Exercise: Answer

Art Integration. Students will learn to color line drawing

2. (Pls specify about project work / research work and

nswer the question
questions, Q3)

rawing and raw sketches on the screen with the help of AI.

nd det
¾ Ask students to prepare a list of AI machines around
details as per the activities)
d them.
them

(To be further elaborated by the teacher)

Class work:
1. Read the chapter and solve exercises.

(The teacher may use the teaching aids and discussion to give repetition/practice of the contents delivered, as class work)

63
Reinforcement of Contents:
1. Intelligence is the ability to deal with changing situations.
2. The goal of AI is to make computers take intelligent decisions.
3. Siri and Alexa are the most famous AI personal assistants.
4. AI video games create close to reality gaming environment.
5. Petalica Paint is free online AI-based coloring program.

Revision:
1. Concept of AI
2. AI machine and normal machine
3. AI in today's world
4. AI around us:
AI in digital assistants

P
AI in YouTube video recommendations
AI in games
5. Petalica Paint
6.
7.
8.
Two ways to work in Petalica Paint

PM
Three coloring styles: Canna, Satsuki, Tanpopo
How more attractive, colorful drawing is made by adding color hints?

Note: - Respective teacher to further plan the session

learners to inquire further.

Homework/ Assignment /Activity back Home:

n based on the understanding
understandi reflected by the learners in the class. Teacher can also suggest the

1. Name the coloring styles available in Petalica Paint.

Assessment Means:
1. Questions
2. Quiz
3. Group discussion
4. Topic explanation

64
(To be further decided by the teacher to assess the learners by oral test/interactive session/activity)

Specific Observations:
(To be filled by the teacher for learners/class based on reflection, interaction and assessments conducted)

Note for Teachers to Modify the Lesson Plan Prototype Based on:
1. Learners needs and interests
2. Number of learners and facilitators/teachers in a class
3. Creative teaching learning methods
4. List of vocabulary for reading and writing for practice for learners
5. Assessment schedule of the school
ϲ͘ Holidays and events held in the school

P
PM
65